Lewes Tertiary College - dera.ioe.ac.uk

REPORT FROM THE INSPECTORATE

1997-98

Lewes TertiaryCollege

THEFURTHEREDUCATIONFUNDINGCOUNCIL

THE FURTHER EDUCATION FUNDING COUNCIL

The Further Education Funding Council has a legal duty to make surefurther education in England is properly assessed. The FEFC’sinspectorate inspects and reports on each college of further educationaccording to a four-year cycle. It also assesses and reports nationally onthe curriculum, disseminates good practice and advises the FEFC’s qualityassessment committee.

College inspections are carried out in accordance with the framework andguidelines described in Council Circulars 97/12, 97/13 and 97/22.Inspections seek to validate the data and judgements provided by collegesin self-assessment reports. They involve full-time inspectors andregistered part-time inspectors who have knowledge of, and experience inthe work they inspect. A member of the Council’s audit service works withinspectors in assessing aspects of governance and management. Allcolleges are invited to nominate a senior member of their staff toparticipate in the inspection as a team member.

Cheylesmore HouseQuinton RoadCoventry CV1 2WTTelephone 01203 863000Fax 01203 863100

© FEFC 1998

You may photocopy this report. A college may use its report inpromotional material provided quotes are accurate, and the findings of the inspection are not misrepresented.

Paragraph

Summary

Context

The college and its mission 1

The inspection 6

Curriculum areas

Science, mathematics and computing 9

Leisure, tourism and sport 14

Performing arts and media 19

English, communication and languages 26

Basic education 31

Cross-college provision

Support for students 38

General resources 45

Quality assurance 51

Governance 60

Management 70

Conclusions 81

College statistics

Lewes Tertiary College

Contents

Grade DescriptorsInspectors assess the strengths and weaknessesof each aspect of provision they inspect. Theirassessments are set out in the report. They usea five-point scale to summarise the balancebetween strengths and weaknesses.

The descriptors for the grades are:

• grade 1 – outstanding provision which hasmany strengths and few weaknesses

• grade 2 – good provision in which thestrengths clearly outweigh the weaknesses

• grade 3 – satisfactory provision withstrengths but also some weaknesses

• grade 4 – less than satisfactory provisionin which the weaknesses clearly outweighthe strengths

• grade 5 – poor provision which has fewstrengths and many weaknesses.

Aggregated grades for aspects of cross-collegeprovision, curriculum areas and lessonobservations, for colleges inspected during1996-97, are shown in the following table.

Grade

1 2 3 4 5% % % % %

Curriculumareas 9 59 30 2 –

Cross-college provision 18 51 27 4 –

Lessonobservations 19 42 31 7 1

Source: Quality and Standards in Further Educationin England 1996-97: Chief inspector’s annual report.Grades were awarded using the guidelines in CouncilCircular 93/28, Assessing Achievement.Sample size: 122 college inspections

Retention and Pass RatesWhere data on students’ achievements appearin tables, levels of achievement are shown intwo ways:

• as a retention rate, which is the proportionof students who completed a course inrelation to the number enrolled on 1 November in the first year of the course

• as a pass rate, which is the proportion ofstudents which passed examinations inrelation to the number entered. Pass ratesfor GCE A level are quoted for grades A toE unless otherwise specified. Pass ratesfor GCSE courses are quoted for grade C orabove unless otherwise specified. Passrates for vocational and professionalawards are for successful completion of thefull award.

Lewes Tertiary College

South East Region

Inspected March 1998

Lewes Tertiary College is in East Sussex.

Production of the college’s first self-assessment

report involved governors and staff at all levels.

It was prepared as part of the college’s thorough

process for assuring quality, and was additional

to the regular review report. A self-assessment

was produced for each area of college activity,

identifying strengths and weaknesses and

specifying actions that are needed to achieve

improvement. Inspectors judged that the

college’s report inadequately reflected the

substantial work invested in self-assessment.

Whilst strengths were clearly identified, there

were instances in which weaknesses were not

identified or there were no action points related

to the weaknesses. Many statements were

descriptive rather than evaluative. The college

produced a useful update of the report before

the inspection. Evidence supporting the report

was clearly referenced and enabled inspectors to

substantiate many of the judgements and all of

the grades reached by the college.

The college offers a wide range of programmes

in all of the FEFC’s programme areas.

Inspectors selected a sample of five of the

college’s curriculum areas on which to base

their validation of the self-assessment report,

including off-site collaborative activities,

together with aspects of cross-college provision.

Standards of teaching are good. The quality of

provision for students on performing arts and

media courses is outstanding. Individual

support for students is effective. There are

appropriate, well-organised work placements on

many courses. Links with local schools are

good. The college works with many partners

including Sussex Enterprise. Curriculum-related

projects support local business, community

groups and those people who would not

normally consider entering further education.

Outward collaborative provision is well managed

and has been developed effectively in pursuit of

the college’s mission to serve the local

community. The college has made considerable

progress in many respects since the last

inspection. Enhanced procedures for quality

assurance, that have resulted in measurable

improvements in performance, are especially

notable. The governance and management of

the college are outstanding. The executive

management team provides sound financial

management and adopts an open management

style which is valued by staff. The college has

made considerable progress in improving the

standard of accommodation and equipment. In

some curriculum areas retention rates are poor.

The college should: develop a more rigorous

format for reporting its self-assessment

activities; enhance support for part-time

students; and improve signing and decor in

some buildings.

The grades awarded as a result of the inspection

are given below.

Lewes Tertiary College1

Summary

Curriculum area Grade

Science, mathematics and computing 2

Leisure, tourism and sport 3

Performing arts and media 1

English, communication and languages 2

Basic education 2

Cross-college provision Grade

Support for students 2

General resources 1

Quality assurance 2

Governance 1

Management 1

The College and its Mission

1 Lewes Tertiary College in the county town

of East Sussex was created in 1989 from the

amalgamation of a technical college and the

sixth form of an adjacent school. Lewes, which

has a population of around 15,000, is the

location for the college’s two largest sites that

together form a college campus next to a leisure

centre and a secondary school. The college also

has a site six miles away in Newhaven. This is

to be sold and replaced by a new centre for

technology and enterprise as part of an

economic development initiative funded through

the single regeneration budget and

competitiveness fund.

2 The college serves a large part of East

Sussex. The majority of full-time and part-time

students are recruited from within a radius of

12 miles. The county of East Sussex contains

the large coastal resorts of Brighton, Eastbourne

and Hastings, together with a large rural

hinterland of small towns and villages. Sixth

form colleges and 11 to 18 schools predominate

in the county; they create a highly competitive

environment for the college. However, the

college doubled its student numbers in the

period up to incorporation. Since then it has

increased the provision that is funded by the

Further Education Funding Council (FEFC) by

30 per cent. The college offers a balance of

vocational and academic programmes.

3 To widen access for potential students in

the region to a range of provision for education

and training, the college has developed an

extensive network of partnerships that includes

outward collaborative provision with five

community colleges, Sussex Rural Community

Council and Sussex Careers Service. The college

has significantly increased its provision for

employers; it actively supports economic

regeneration in the area. The college delivers

adult education in Lewes and Newhaven under

a contract with the county council and also

provides an education service at Lewes Prison.

Courses are offered in partnership with Sussex

and Brighton Universities and Kent Institute of

Art and Design. The college recruits significant

numbers of students from overseas, largely from

Europe and countries along the Pacific Rim.

4 The nature of employment in Lewes and

the surrounding area is changing. Most large

employers are in the public sector. Ninety per

cent of businesses in East Sussex employ fewer

than 25 people. Opportunities for employment

in the region are growing for all groups of

workers, but especially for women; there is an

emphasis on part-time employment. The

regeneration programme in Newhaven is

expected to create up to 2,000 new jobs by the

year 2002. Strong growth in self-employment is

also predicted.

5 In line with its mission, the college seeks to

widen access to learning opportunities and to

provide the highest possible standards of

teaching and service within an environment that

helps both staff and students to achieve their

goals.


Context

Programme Grade Totals1 2 3 4 5

GCE A/AS level 8 22 12 1 0 43

GCSE 2 2 4 1 0 9

GNVQ 4 3 5 2 0 14

Basic education 4 8 3 2 0 17

Other vocational 7 8 7 1 0 23

Total 25 43 31 7 0 106

The Inspection

6 The college was inspected in March 1998.

The inspection team had previously evaluated

the college’s self-assessment report and

reviewed information about the college held by

the FEFC. The college submitted data on

students’ achievements for the three years 1995

to 1997 which were checked before the

inspection against primary sources such as class

registers and pass lists issued by examining

bodies.

7 The college was notified of the sample of

provision that was to be inspected

approximately two months before the

inspection. The inspection was carried out by

12 inspectors and an auditor working for a total

of 52 days. They observed 106 lessons. These

included tutorials and lessons taking place

under arrangements for outward collaborative

provision. They examined samples of students’

work and a wide variety of documents.

Meetings were held with governors, managers,

college staff and students, including officers of

the students’ union. There were also meetings

with staff of partner schools and with managers

of other organisations with which the college

collaborates.

8 Of the lessons inspected, 64 per cent were

rated good or outstanding and 7 per cent were

less than satisfactory. These figures compare

with figures of 61 per cent and 8 per cent,

respectively, for all colleges inspected during

1996-97, according to Quality and Standards inFurther Education in England 1996-97: Chiefinspector’s annual report. The average level of

student attendance during the inspection was

81 per cent; this compares with a figure of

77 per cent for all colleges in 1996-97, recorded

in the same report. The following table shows

the grades awarded to the lessons inspected.


Context

Lessons: inspection grades by programme ofstudy

Curriculum Areas

Science, Mathematics andComputing

Grade 29 Thirty lessons were observed in severalcollege programme areas. The college’s self-assessment report contained separateassessments for the three areas of computingand information technology (IT),mathematics, and science. Each report wasbrief, concentrated on strengths and failed toidentify some of the weaknesses which werefound by inspectors.

10 Working relationships between teachers

and students are good. Schemes of work have

been produced for all courses. Many schemes

only itemise topics against a list of weeks and

make little reference to the activities that should

assist learning. Lessons were well planned.

Teachers used an appropriate variety of

activities to hold students’ attention. They

applied question-and-answer techniques

effectively, and used their own and students’

experiences to promote discussion. Practical

demonstrations illustrated the theory being

taught. In less effective lessons students were

neither challenged nor given the chance to

respond for long periods. Teachers spoke at

length without checking whether or not students

were understanding what was being taught.

These weaknesses in teaching were not

identified in the college’s self-assessment report.

Students are regularly set homework.

Assignments are marked and returned promptly.

Written feedback is often more helpful for

students on GNVQ and access courses than for

GCE A level students; in some cases, comments

are too brief to be of any help.

11 Most students’ achievements in

examinations are good although the need to

increase the number of students completing

courses is an issue that the college has identified

in its self-assessment report. In GCE A level, the

number of successful students in science,

mathematics and computing subjects has

steadily improved from 69 to 86 per cent over

the last three years. This rise has been

achieved during a period when retention rates

have been stable, a strength identified by the

college in its self-assessment report. Students’

achievements in chemistry and biology have

improved significantly over the last three years;

they reached a pass rate of 100 per cent in

1997. Pass rates on general certificate of

secondary education (GCSE) courses have fallen

slightly over the last three years but the

retention rate has improved. GCSE results are

similar to the national average for further

education colleges. The number of students

who fail to complete advanced vocational

courses is high at about 35 per cent. The pass

rate for these courses, however, is very good

and reached 88 per cent in 1997. Students of

mathematics have been particularly successful.

In 1996, three students were placed in the top

five candidates for their syllabus, and one of


Key strengths

• innovative work experience for studentson courses leading to general nationalvocational qualifications (GNVQs)

• key skills an integral part of vocationalcourses

• performance in the general certificate ofeducation advanced level (GCE A level)examination

• good standard of work from students onGNVQ advanced and GCE A levelprogrammes

• the contribution of new managementresponsibilities to raising standards

Weaknesses

• poor retention rates for students ontwo-year courses

• students insufficiently involved in theirwork during some lessons

• insufficient detail for many schemes ofwork and lesson plans

these was awarded the gold medal for overall

GCE A level performance. Another student was

awarded a prize for GCE A level geology

presented by the Geological Society. A high

proportion of students progress to higher

education. These successes were clearly

identified in the college’s self-assessment report.

12 All courses are well managed. Curriculum

management has recently been reorganised.

Teachers have been appointed to leadership

roles for groups of courses. They are

enthusiastic about their new roles and have

begun to effect improvements to the quality of

the teaching and the management of courses.

The college has set targets for retention and

achievement. Progress is regularly monitored.

Teachers with responsibility for individual

subjects have produced action plans to address

the issues, particularly retention rates and

levels of achievement, that were raised by

self-assessment. Learning resource areas have

been established for science and mathematics.

Students are given additional help; the aim is to

improve their understanding and, eventually,

their grades in external examinations. The

arrangements for work experience for GNVQ

advanced students are particularly effective.

Employers were originally encouraged to offer

places so that they could benefit from student

assistance with computing projects, particularly

the development of databases. This initiative

proved to be particularly successful and

employers are now keen to offer places to

students.

13 The college is well equipped for courses in

science, mathematics and computing. Resources

for computing are particularly good. The college

has the latest commercial specialist software.

All computers are networked and the internet is

available by arrangement on any computer.

There is sufficient specialist equipment for all

science courses. Particular attention is paid to

issues affecting health and safety, including risk

assessment. In mathematics lessons, graphics

calculators are available for students when they

are required. Teachers are well qualified; most

are graduates with teaching qualifications. An

increasing number of teachers hold assessor

awards.


Curriculum Areas

Course grouping 1995 1996 1997

GCE A level Retention (%) 64 62 61Pass rate (%) 69 81 86

Advanced vocational Retention (%) 74 60 64Pass rate (%) 81 67 88

GCSE Retention (%) 76 72 87Pass rate (%) 45 44 39

Intermediate vocational Retention (%) 64 90 80Pass rate (%) 86 56 50

Source: college data

Examples of students’ achievements inscience, mathematics and computing, 1995 to1997

Leisure, Tourism and Sport

Grade 314 The inspection covered a wide range ofprovision; 12 lessons were observed. Many ofthe strengths identified in the self-assessmentreport were supported by inspection findings.Insufficient weight was given to the unevenquality of the teaching.

15 The self-assessment report identifies the

wide range of programmes provided and the

direction that the college has taken in response

to external demand for courses. Inspectors

agreed these are strengths. Inspectors

disagreed with judgements on teaching and

learning in the report; they found that only some

of the provision was effective. Practical sessions

in the gymnasium were of a high standard.

Most of these lessons were well planned and

teachers used a wide range of strategies for

teaching and learning. In most lessons students

worked in a businesslike manner and this

helped them to progress. The less successful

lessons were conducted at far too slow a pace,

did not have clear aims and objectives, or

involved too many activities. Sometimes,

teachers failed to make best use of students’

experiences to help them to become more

confident in their learning. During a few

practical sessions in which class control was

unsatisfactory, students were distracted and

little was achieved.

16 A new national diploma in sports studies

was introduced in 1997 to complement GNVQ

and GCE A level programmes. The GNVQ

course in tourism lacks sufficient vocational

relevance. Various additional sports awards are

offered including rugby coaching; a limited

range of coaching awards is available through

the college-wide ‘electives’ programme. Travel

and tourism trade certificates are unavailable to

GNVQ tourism students. The sports and leisure

aspects of the curriculum are more energetically

managed than the provision for tourism. In

some areas, schemes of work are inadequate.

There is no statement of aims and no reference

to teaching methods and resources. Much of

the work on the review of courses and

action-planning for improvement is satisfactory.

17 Students’ written work is of a good

standard. Assignment briefs for students are

easily understood, well managed and have clear

assessment criteria. Teachers’ written

comments on work are often supportive and

help students to make progress. Students

complete a self-assessment for work which is

formally submitted for assessment but, in some

cases, there is little correlation between their

judgements and those of their teachers. There

is no overall assessment policy which has been

agreed by all teachers. Inspectors found it

difficult to identify which students’ work had

been verified internally. Students’ achievements

on the GCE A level programmes are close to the

national average for general further education

colleges. Retention rates have not reached the

college’s targets. Students’ achievements on

both the GNVQ intermediate and advanced

courses are below the national average.

Retention rates have been below the college’s


Curriculum Areas

Key strengths

• a wide range of programmes

• well-equipped specialist facilities forsport and leisure

• well-managed and well-plannedteaching

• well-managed learning support andtutorial activities

Weaknesses

• some lessons in which the pace of workwas too slow

• no additional trade qualifications for theGNVQ tourism courses

• low retention rates on some courses

• low achievement rates in GCSE physicaleducation

target for three consecutive years on the

advanced course and for two out of three years

on the intermediate course. These rates are

identified as a weakness by the college in the

self-assessment report. Pass rates on the GCSE

physical education are very low.

18 Inspectors agreed that the college has good

basic resources to support all aspects of the

programme area. Accommodation includes: a

gymnasium; sports fields; ample changing

facilities; and during daytime, priority access to

the adjacent leisure centre which has a sports

hall, specialist training areas, and a swimming

pool. Students are encouraged to participate in

national and county events and have obtained

national or county awards in hockey,

gymnastics, golf, athletics and swimming. The

college closed its travel agency in 1994 when

courses were rationalised. This closure has

reduced tourism students’ opportunities for

practical learning. Their base room is

inadequate and it is not effectively utilised.

Classrooms are well equipped and clean.

Modern computers and CD-ROMs are available

in a well-equipped learning resources centre.

Most teachers have a degree and a teaching

qualification. Many teachers are still working

towards assessor qualifications.


Curriculum Areas


GCE A level physical Retention (%) 74 61 74education Pass rate (%) 81 84 77

GNVQ advanced Retention (%) 63 55 77leisure and tourism Pass rate (%) 52 45 57

GCSE physical education Retention (%) 88 64 100Pass rate (%) 29 11 13

GNVQ intermediate Retention (%) 65 71 85leisure and tourism Pass rate (%) 16 52 77


Examples of students’ achievements inleisure, tourism and sport, 1995 to 1997

Performing Arts and Media

Grade 119 Inspectors observed 13 lessons whichcovered courses at GCE A level in media, film,dance, theatre studies and music; GNVQintermediate and advanced courses in media;and GNVQ advanced in performing arts.Inspectors considered that the self-assessment report was insufficiently detailed.

20 The programme area is divided into four

sections: media including film; performing arts

including theatre studies; dance; and music.

Each section contributed to the preparation of

the self-assessment report. A number of key

strengths were identified by staff and students.

They have not been analysed in a way that

enables improvements to be made and good

practice to be shared.

21 Most lessons are well taught and learning

is lively and challenging. Of the classes

observed, 12 were good or outstanding. A wide

range of teaching methods is used. Lessons are

well structured and the aims are clear to

students. In practical classes, students are

encouraged to adopt professional work

practices. Dance students carry out an intense,

rigorous warm up programme which demands a

mature level of mental and physical

concentration. The dance staff provide good

role models for students through their own high

levels of achievement and commitment to their

specialism. The dance studio is spacious,

meticulously maintained, quiet and conducive to

high standards of professional practice.

22 Relationships between lecturers and

students are good. Students work co-operatively

and effectively as individuals and as members of

a team. When working on the production of a

magazine, they successfully allocated roles and

tasks and worked at their computers with

enthusiasm to produce images and articles. The

teacher guided them calmly through new

computer processes and the students were then

able to apply these processes confidently in

producing their publication. Technical skills in

production, voice and singing are well

developed. Students are confident; they talk

about their work with knowledge and

enthusiasm. As noted in the self-assessment

report, external verifiers’ reports confirm the

strength of the courses.

23 Students in all areas spend a considerable

amount of time outside college practising their

specialism. Music students receive individual

instrumental tuition. A pre-professional music

course is offered for students wishing to enter

higher education. Music is housed in a separate

building in the centre of Lewes. Rooms are

drab and there is little attempt to enliven the

environment. Students are obliged to travel

between the music centre and the college which

sometimes makes them unavoidably late for

classes. Students found a lesson in music

technology absorbing; they outlined the purpose

of their compositions, and clearly explained the

sources and stimuli. After listening to tape

recorded compositions, the group critically

appraised each piece. The lecturer prompted

and challenged their thinking and extended

their understanding and appreciation. The


Curriculum Areas

Key strengths

• consistently good and frequentlyoutstanding teaching

• the range of teaching and learningstyles and strategies

• a well-planned curriculum

• appropriately structured learning

• students’ high, often excellent, levels ofachievement

• a broad range of performanceopportunities

Weaknesses

• inadequate records of team meetings

• no consistent monitoring of actionpoints

range of students’ ideas, their technical

approaches and capacity for making

constructive criticism were being developed

effectively.

24 Students’ achievements are high. In dance,

media and music they are excellent. The dance

section has won several national awards. Many

students progress to higher education. Students

develop appropriate skills and technical

confidence; they are encouraged to develop their

own ideas and to be innovative. Many

undertake work placements, and participate in a

series of ‘elective’ programmes. Their practical

and written work is critically assessed and the

quality of the feedback that they receive enables

them to continue to improve. On some courses,

students are regularly set targets for

improvement by which other progress is

monitored. The improvement targets for

achievement and retention identified in the

self-assessment report have, in the main, been

achieved through an increasingly effective

process of course review and continuous

monitoring. Students’ attendance is monitored

and absences are followed up. Students receive

regular written reports on their progress which

they are expected to share with their parents.

Parents are asked to respond to these reports

through a college pro forma.

25 The area is well managed. There are clear

lines of communication between staff. Weekly

meetings ensure that information is regularly

disseminated and that decisions are

implemented. Staff feel they play a part in the

process of formulating college policy and are

kept informed of planned developments. Course

team meetings take place when they are

needed. They are not consistently minuted and

actions subsequently taken are not monitored

on a regular basis.


Curriculum Areas


GCE A level (two year) Retention (%) 86 82 87Pass rate (%) 96 91 98

GCE A level (one year) Retention (%) 86 93 75Pass rate (%) 85 92 88

Vocational (two year) Retention (%) 66 76 89Pass rate (%) 83 97 83

Vocational (one year) Retention (%) * * 81Pass rate (%) * * 73

Source: college data*course not running

Examples of students’ achievements inperforming arts and media, 1995 to 1997

English, Communication andLanguages

Grade 226 Inspectors observed 34 lessons whichcovered courses in English, communicationstudies and modern foreign languages at GCEA level and English as a foreign language(EFL). Inspectors found that the self-assessment report identified only some of thestrengths and that weaknesses wereunderstated.

27 Teaching is good. Most lessons are well

planned, lively and have a clear sense of

purpose. Teachers successfully employ a range

of teaching strategies. Textbooks are often

supplemented by well-designed handouts.

Sometimes the whole class concentrates

effectively on an analysis of previous students’

work; this activity often defines the learning

objectives for subsequent lessons. Teachers’

expectations are generally high and students

respond well to their commitment and

enthusiasm. In many lessons, teachers combine

purposefulness with humour; the atmosphere is

congenial yet earnest. As indicated by the self-

assessment report, effective schemes of work

have been developed. In modern foreign

language lessons, the use of the language being

studied is widespread, appropriate and

successful. English classes make effective use of

small group discussion and student

presentations. A minority of lessons move at too

slow a pace and teachers fail to sustain

students’ interest. The student attendance rate

was generally high; a few students who arrived

late for lessons were not challenged on this.

28 Students’ work is good. They write

accurately and critically, and enjoy their work.

Orally, they display confidence and maturity.

English students are generally enthusiastic

about literary study and relish the challenge of a

wide range of texts. Marking of assignments is

thorough and consistent; assessment criteria are

appropriate. Students’ progress is

systematically monitored; teachers skilfully

encourage and criticise. Feedback to students is

invariably handled sensitively. The opportunity

to participate in trips, visits and exchanges

enriches the teaching programme. An extensive

system of testing to establish the level of

competence on EFL courses commences when

students register, and continues throughout their

courses to ensure appropriate examination goals

are set and kept under review. When necessary,

a change of course can be arranged.

Achievements at GCE A level, GCSE and in EFL

are good; most courses have pass rates well

above the national average for general further

education colleges. A large number of students

progress to higher education. As the self-

assessment report recognises, retention rates in

all GCE A level English classes are low. A range

of strategies is being developed to address this

issue. GCE A level English language is to be

discontinued because of a series of

disappointing results. More places will be

available in classes in English language and

literature.


Curriculum Areas

Key strengths

• the high quality of most teaching

• the high level of achievement on mostcourses

• effective management and teamwork atcourse level

• well-developed schemes of work

• the high quality of students’ work

• thorough assessment procedures

Weaknesses

• some overcrowding in classrooms

• poor retention in a number of GCE Alevel subjects

• lack of pace and variety in someteaching

29 The number of students studying modern

foreign languages is low. However, the policy of

teaching first and second-year students together

on GCE A level courses has maintained the

viability of the subjects. Since the last

inspection report, the range of countries from

which EFL students are recruited has broadened

considerably. The associated resources have not

increased in line with student numbers. Across

the extensive range of EFL courses, there are a

few examples of excessive tolerance by teachers

of lax attendance, unpunctuality and failure to

meet homework deadlines. EFL students have

access to a varied and imaginative social

programme which increases their cultural

awareness and extends their social circle; they

much appreciate the opportunities offered by

this programme.

30 As indicated in the self-assessment report,

the management of the curriculum area has

recently been reviewed. There is now a clear

structure to support the management of courses.

The arrangements are working well although

the high number of fractional appointments to

the staff impedes attendance at team meetings

in some sections. Many strengths are evident:

effective leadership; good communication;

managers who are accessible to their staff; and

teams that work well together. Many of the

teaching staff have current experience as

external examiners. Lessons take place in well-

furnished and well-equipped classrooms. Each

subject has its own dedicated area. The benefits

of this arrangement are reduced by the

disadvantages; for example, overcrowded

classrooms for some lessons, cramped teaching

styles and reduced opportunities for learning.

Since the last inspection, a language resource

base and two suites that combine teaching space

and the facilities of a language laboratory have

been provided. The language base, although it

is an asset to students, lacks some resources

and would benefit from closer monitoring of use.


Curriculum Areas


GCE A level English and Retention (%) 67 75 65communication Pass rate (%) 88 85 87

GCE A level modern foreign Retention (%) 88 88 62languages Pass rate (%) 82 97 100

GCSE English Retention (%) 65 79 100Pass rate (%) 60 66 68

GCSE modern foreign Retention (%) 69 84 78languages Pass rate (%) 77 87 86


Examples of students’ achievements inEnglish, communication and languages, 1995to 1997

Basic Education

Grade 231 Inspectors observed 17 lessons across arange of foundation level programmes. Theself-assessment report contained littleevidence to support some judgements and fewweaknesses were explicitly identified. Someweaknesses identified by inspectors had beenindirectly referred to by the college in its listof actions to be taken to improve provision.

32 There is provision for a wide range of

students at foundation level, a strength which

the college identifies in its self-assessment

report. Significant improvements have been

made since the last inspection. Productive links

have been developed with many external

agencies. These links enable the college to

recruit students and to provide them with

appropriate specialist support. The curriculum

at foundation level is well structured. There is a

productive focus on key skills and vocational

skills. There are good opportunities for students

to undertake vocational training in areas where

the college has identified employment prospects.

In the teaching of adult basic skills, for example

literacy and numeracy, classroom activities are

effectively linked to students’ experiences of life

or to other aspects of the curriculum.

33 The most effective teaching is well planned.

It enables students to learn the skills that they

will need to progress to courses at a more

advanced level or to employment. Inspectors’

judgements reflected those made by the college

in its self-assessment report. In some lessons,

teachers have given careful thought to the

methods which are most effective in helping

students to learn. In a foundation level

programme, students practised food preparation

skills before applying these skills while working

in the college buttery. Other students set up a

company and ran a sweet shop as part of a

team enterprise. In one lesson, students were

actively involved in gaining experience of caring

activities in the role of both the carer and the

client. On foundation and initial training

programmes students have benefited from work

experience or work placements.

34 Insufficient planning goes into some

lessons, particularly those for adults with more

severe learning difficulties, to establish what

students most need to help them to learn more

effectively by themselves. Some teaching fails

both to recognise that students’ needs differ and

to provide sufficient opportunities for them to

study with more independence. Individual

programmes for students have not been

established. Teachers do not always set

appropriate skill levels and goals, or identify

objectives against which individual progress can

be monitored. In some lessons, the relevance of

the work was not made clear to students. Some

teachers and support workers gave too much

assistance to students and prevented them from

learning for themselves. Some staff recognise

the importance of providing appropriate

resources to help students with their studies.

Others rely too heavily on worksheets and

handouts that use language and concepts which


Curriculum Areas

Key strengths

• some creative teaching

• the structure of the provision

• the work in practical sessions

• productive links with a range ofexternal agencies

• good use of work experience

• comprehensive monitoring of students’progression and destinations

Weaknesses

• the lack of individual programmes andpersonal targets for some students

• a failure to match lessons to the needsof some students

• some ineffective recording of students’progress

some students cannot understand. The self-

assessment report recognises the need to

improve the use of IT.

35 Retention and attendance rates in the

programme area are high. For example, in

foundation and initial training, retention rates

are 86 and 85 per cent, respectively. The self-

assessment report identifies the strengths and

weaknesses in students’ achievements. Some of

the claims that relate to achievements required

clarification. Although assessment criteria on

part-time courses for students with learning

difficulties permit them to receive substantial

help and support from staff to reach their goals,

the level of support given is not recorded

alongside the statements of students’

achievements. This policy makes recorded

claims of 100 per cent achievement open to

misunderstanding. The college does not set

clear learning targets for each student.

Consequently, it is difficult to monitor their

progress. Insufficient attention is given to

analysing what students have learned.

36 Some students are able to work

competently and confidently with minimal

supervision. Some have been able to progress

to more advanced level courses, including

courses in vocational areas. For example, there

are students who have progressed to national

vocational qualification (NVQ) level 1 and then

level 2 in hairdressing. Many students have

gained considerably in confidence and self-

esteem but the current assessment and

recording systems do not effectively measure

and record these gains. The majority of leavers

progress to further courses; 49 of 58 students

who left four courses moved into employment or

to further training.

37 The management of the curriculum area is

good. Course teams meet regularly. They

clearly identify the targets that need to be set

and the actions that need to be taken to achieve

improvement in the provision. Most teachers

are appropriately qualified. Some have

specialist qualifications for teaching students

with basic skills needs at foundation level.


Curriculum Areas

Support for Students

Grade 238 Inspectors generally agreed with thejudgements in the college’s self-assessmentreport. Inspection evidence revealed oneweakness which the college failed to identify.

39 The college justifiably identifies as a

strength its publicity, recruitment, enrolment

and induction procedures for full-time students.

There are close links with the schools in the

immediate locality. A range of joint activities

includes visits, curriculum links, open evenings

and ‘taster’ days. The college accurately

identifies the need to strengthen links with other

schools. It recognises as a weakness the

prospectus of part-time courses which is difficult

to follow. The structures for advice and

guidance have recently been strengthened.

They seek to ensure that students receive

impartial advice and guidance before they enter

the college and when they are studying on

courses. Arrangements for enrolment are clear

and fair. However, there is no system for

recording the advice and guidance offered to

part-time students who enrol by telephone.

40 Full-time students take part in induction

activities which help them to settle into the

college quickly, and to make final decisions

about appropriate courses. The induction

arrangements for students attending evening

classes are less effective. Students who are late

joining courses do not always benefit from an

appropriate induction. The majority of students

have received a copy of the college charter and

are aware of its contents.

41 In 1997-98, the college screened all full-

time students for their literacy and numeracy

needs, except those on GCE A level

programmes. The screening process uses

materials which are appropriate to each course

and level of study. Over 160 students have been

identified as needing support and a high

proportion have benefited from this service. On

programmes where many students require

support, the learning support team works

alongside teachers. Screening results are

increasingly used to influence developments in

the design and teaching of courses. The college

provides effective support for students with

specific learning difficulties and/or disabilities

and identifies this support as a strength in the

self-assessment report. The college, through the

academic board, has endorsed the principles of

inclusive learning and a post has been created

to co-ordinate activities.

42 Support for students is well managed

through a combination of cross-college and

curriculum-based arrangements. Full-time

students are entitled to a maximum of two hours

in a group tutorial each week. There are

regular individual interviews where students’

progress and goals are reviewed. In the

academic year 1996-97, tutorials for full-time

students included two new study units designed

to develop certain key skills. One unit focused


Cross-college Provision

Key strengths

• high levels of personal support for full-time students

• effective, regularly monitoredrecruitment, guidance and enrolmentprocedures and processes

• strong support for students withlearning difficulties and/or disabilities

• good welfare services

• a well-established system for assessingthe needs of students for learningsupport

Weaknesses

• the uneven standard of group tutorials

• a lack of systematic support for studentsattending evening classes

• a lack of adequate induction for full-time students enrolling late onprogrammes

on improving the skills needed in planning a

career; the second on improving students’

effectiveness as learners and capacity to gain

appropriate qualifications. Students report

unevenness in the quality of group tutorials;

some students failed to attend. The self-

assessment report recognises neither these

shortcomings in tutorials nor the need to

improve the monitoring of their effectiveness.

Full-time students are positive about the high

levels of personal support which they receive;

they appreciate the additional time that is given

to them. Students are entitled to records of

achievement but their use is unsystematic and

varies across programmes. The appointment of

a pastoral clerk has improved the effectiveness

of monitoring the attendance of full-time

students. This development has led to improved

contacts with parents through a ‘hot line’ and to

earlier identification of students who require

support. Tutorial and support arrangements for

part-time students are less effective. These

students are not always aware of their

entitlement. They report that communication

between themselves and their tutors is not

always adequate. Changes in their programmes

and teachers are not always properly explained.

Inspectors agreed that the college has identified

this weakness in support for part-time students

and plans to address it.

43 The college, in partnership with Sussex

Careers Services, provides an effective careers

service. Access to careers education and

information is widely available. Careers officers

are present throughout the week and the

careers library is open to all who wish to use it.

Specialist guidance staff are available for

students with special needs and for students

from overseas. Sound monitoring arrangements

are in place to ensure that the service is

effective and that provision is regularly

reviewed. Preparation for students planning to

apply for places in higher education or expecting

to seek employment begins during the first year

of two-year programmes. All full-time students

aged 16 to 19 receive an individual interview.

The college has a good welfare service,

including a responsive counselling unit that

operates for 34 hours each week.

44 The students’ union is energetic and well

organised. In addition to arranging social

activities, the executive committee represents

the students at many levels. The president of

the students’ union, who is given a sabbatical by

the college to concentrate on the post, is a

member of the governing body, and the vice-

presidents are members of the academic board.

Students’ views are taken seriously. Students

understand the equal opportunities policy and

feel that it operates effectively in the college.

General Resources

Grade 145 Inspectors agreed with the college’sanalysis of its resources. The college’sambitious accommodation strategy hasdelivered considerable improvements to theoverall quality of accommodation andresources since the last inspection.



Key strengths

• the effective management of space andaccommodation

• well-maintained accommodation of agood standard in attractive grounds

• extensive networked IT facilities forstaff and students

• a new and attractive learning resourcescentre

• a range of specialist learning centres

• a good range of recreational facilitiesand common rooms for staff andstudents

• good-quality service and food in therefectories

• purpose-built residentialaccommodation for students fromoverseas

46 Since the last inspection, the college has

completed an extensive rationalisation of its

buildings. The south building has been

upgraded to a high standard and complements

the original three-storey north building. These

developments have established the college in

Lewes on one attractively landscaped campus of

5.8 hectares. The structure and external fabric

of some small parts of the older north building

are of poor quality, and in its self-assessment

report, the college accepts this feature as an

area for improvement. From its own resources

the college has built a student residence within

the college grounds to provide accommodation

for 57 students. In Newhaven the college is

leasing a modern building, which provides a

high standard of well-furnished accommodation,

for the delivery of IT courses. The many centres

used for outward collaborative provision offer

adequate accommodation and resources. The

sports facility at Ringmer is of a particularly

high standard.

47 The buildings in Lewes are clean and well

maintained and provide a pleasant environment

both in the public spaces and teaching areas. A

planned maintenance programme is regularly

reviewed with external consultants. Classrooms

are well furnished and equipped with

appropriate teaching aids. The college makes

good use of new software available on the

college network to control the timetable and

maximise room utilisation and the use of space.

There is an appropriate regard for issues that

affect health and safety. Exit and fire notices

are clearly sited and there are termly fire drills.

Problems with temperature control throughout

the building have not yet been resolved; staff

and students report that areas are either too

cold or too hot and that adjustments cannot be

made. The internal signposting in the north

building does not assist movement around this

complex building. The display of students’ work

is an attractive feature of some parts of the

building, but not others.

48 The learning resources centre, which was

built within the south building in 1996, provides

a pleasant light environment; there are 200

workspaces in the central hall and 50 spaces in

quiet work areas. The bookstock has been

substantially improved since the last inspection

when it was judged to be poor. There are now

19,500 titles. The range of videos and journals

is particularly suitable especially in, for

example, humanities, art and design and film

studies. There is a growing provision of CD-

ROMs and compact discs. The budget for the

centre is £55,000 for 1997-98 which provides

about £25 for each full-time equivalent student.

There are good links between the staff of

learning resources and the programme areas.

There are 25 networked personal computers

available in the centre; six have access to the

internet. The central learning resources centre

is complemented by specialist learning centres

in eight subject areas. Each centre has its own

learning resource assistant and is separately

managed. At present, materials in these centres

are not included on the college’s computerised

catalogue.

49 The college’s self-assessment report is

justified in claiming that the college as a whole

is now well equipped with a high standard of IT

provision for students and for staff. The college

has invested heavily in installing a high

specification network that connects all

classrooms and offices on both sites. There are

466 computers available for students which

represents a ratio of computers to full-time

equivalent students of 1:6.7. In addition to the

provision in the learning resources centre, there

is an IT centre that contains 80 computers. The

practice of closing the IT centre for 15 minutes

each morning and afternoon seems to be



Weaknesses

• the poor external condition of the fewolder buildings

• problems with temperature control inthe college

unnecessary. There is an appropriate range of

up-to-date software. Specialist software can be

accessed on the network in the subject-based

resource centres, for example in engineering

and art and design. The IT training centre in

Newhaven is well equipped with 30 computers.

Access to the internet and electronic mail is

being extended throughout the college as more

staff are trained.

50 There are good facilities for recreation and

sporting activities. Most students participate in

the excellent range of 68 activities offered on

the additional studies programme. As well as

the gymnasium, and dance and performance

areas, students have priority of access to the

Lewes Leisure Centre and swimming pool which

are located on the college boundary. The

refectories on both sites provide a good range

and quality of food and the service is much

appreciated by staff and students. There is a

suite of student common rooms and recreation

rooms which is managed by the students’ union

on the north site. Staff have their own

restaurant area and common room. All staff,

including many of the part-time staff, have

reasonable workspaces with access to

computers that are linked to the college

network. The small number of machines in

some of the larger staff work rooms makes

access to the network difficult at present. A

prayer room is provided for Muslim students.

Access for students with restricted mobility is

good, a strength identified in the college’s self-

assessment. The college is gradually converting

manual fire doors to automatic opening to ease

movement on corridors. A purpose-built

nursery which the college subsidises at £10,000

per annum provides places for 20 children. The

nursery, which is centrally located, reflects the

welcoming and responsive nature of the

institution.

Quality Assurance

Grade 251 Inspectors confirmed the findings of thecollege’s self-assessment.

52 The college has made good progress in

developing its quality assurance processes since

the last inspection. Continuous improvement of

the quality of provision is at the heart of the

college’s mission. It is firmly embedded in the

culture of the college at all levels. Quality

assurance procedures embrace all aspects of the

college’s operations. Service standards and

performance indicators are reviewed annually

for their appropriateness. There is a growing

appreciation in all areas of college life of the

need to achieve value for money. Action-

planning at course and support team and

programme area level is informed by and

contributes to the college’s strategic plan. An

annual report and a rolling programme of

reports designed to improve achievement, for

example on GCE A level and GNVQ

programmes, provide a rigorous and clear

assessment of strengths and weaknesses which



Key strengths

• a strong and well-establishedcommitment to continuous improvement

• quality assurance procedures embracingall aspects of the college’s work

• close links between quality assuranceand strategic planning

• an effective staff development policy

• rigorous annual report on qualityassurance and students’ achievements

Weaknesses

• a few poor course reviews

• internal verification inadequate inseveral areas

• no overall analysis of complaints andtheir resolution

are the outcomes of the quality review process.

Internal audits assure compliance across the

college with systems for quality assurance.

Governors regularly review the effectiveness of

the quality assurance policy.

53 Reviews and evaluations of courses and

support services are now established as part of

normal college routine. Inspectors agreed that

teams conduct reviews thoroughly and

document the outcomes. They set improvement

targets and identify specific actions designed to

achieve the targets. Data for programme areas

from the management information system are

now produced on time and are proving to be

more reliable. Destination data are

comprehensive and identify trends. All partners

working with the college in contracted provision

are involved in appropriate quality assurance

arrangements. A system for value-added

analysis which measures students’ performance

by comparing their entry qualifications with

their final examination results, was introduced

in 1997. Initial findings are positive.

54 A few course reviews lack rigour. Data are

not analysed thoroughly, and targets and

subsequent action plans are imprecise. The

college has set targets for retention and

attendance but recognises in its self-assessment

that not all course teams address them in their

reviews. The quality of teaching and learning is

not identified in many reviews and internal

verification is weak in a number of areas.

55 The academic board was revitalised at the

beginning of the current academic year. It is

now a lively and challenging forum for debate

on issues that can lead to improvement in the

quality of provision. Quality focus groups,

whose membership includes students, have been

formed to draft recommendations on how to

make progress towards inclusive learning and

on how to improve aspects of recruitment,

guidance and support.

56 Most students are aware of the charter and

its contents which are reviewed annually.

Students’ evaluations of their experience at the

college are sought at regular intervals through

the circulation of questionnaires. Feedback to

students on the results of analysis of the

questionnaires is uneven. The complaints

procedure is well publicised. Most students and

other customers of the college, whatever the

level of their confidence, are likely to find ways

acceptable to them for registering their

complaints. The college does not have an

overall picture of the nature and range of

complaints nor whether they are resolved to

customers’ satisfaction. These shortcomings

were not identified in the self-assessment report.

The response to complaints does not always

meet the college’s service standards and is not

always sensitively managed.

57 The self-assessment process is derived

from the quality assurance procedures and

involves all staff. Strengths and weaknesses are

accurately identified in the annual reports on

quality assurance and on the improvement of

achievement; the reports contain

recommendations for action. Governors

conducted their own assessment of governance

and approved the college’s self-assessment

report. This report, however, failed, in

particular, to reflect accurately the strengths and

weaknesses of the curriculum areas. Some

issues listed under action points failed to specify

the action that was to be taken to remedy the

weakness.

58 The college has a well-established staff

development policy and strategy. A thorough

analysis of training needs leads to an

appropriate range of staff development activities

at all staffing levels in the college. Priority for

these activities is determined against the

requirements of the strategic plan. As the

development and training centre maintains

careful records of training schedules, it is able to

advise each programme area of the take-up of

training places and of any failure to keep up

with the schedules. The mentor system is

effective as a means of settling new members of



staff into the college. The Investor in People

award was gained in 1995.

59 Inspectors confirmed that staff appraisal is

viewed positively and conducted thoroughly.

Appraisal takes place every two years; a review

is then held after some 12 months to check that

targets are being met. Direct observation of

teaching has been introduced and is beginning

to help to spread good practice. On some

observations feedback is too concerned with

teaching style rather than what students have

learnt. A working group is examining the

further development of the appraisal system and

the introduction of observations for support

staff.

Governance

Grade 160 Inspectors agreed with the analysis ofthe governance of the college in the self-assessment report. It identified all thestrengths noted by the inspectors and one ofthe weaknesses.

61 The FEFC’s audit service concludes that,

within the scope of its assessment, the

governance of the college is good. The

corporation substantially conducts its business

in accordance with the instrument and articles

of government. It also substantially fulfils its

responsibilities under the financial

memorandum with the FEFC. The self-

assessment report made statements for which

there is appropriate evidence and which are in

accordance with the audit findings.

62 The corporation has 16 members: seven

independent; four co-opted; and one from the

training and enterprise council (TEC). The

principal, two members of staff and a student

are also governors. Six of the members are

women. At the time of the inspection there was

one vacancy. New members are sought under

arrangements which rely heavily on informal

contacts. There is no standing search

committee with clear terms of reference and

standing orders, and only ad hoc procedures for

identifying potential new governors. The

weakness is not identified in the self-assessment

report.

63 The corporation receives effective support

from the clerk. Meetings are supported by

timely, clear and concise minutes. The

governors have adopted a code of conduct

although this has not been reviewed recently.

They have completed a comprehensive register

of interests and make an annual declaration of

eligibility.

64 Governors have a broad range of expertise

and experience which they use to guide and

advise the college effectively. Governors clearly

distinguish between their role and that of the

senior management, whom they support

effectively. They show their commitment by

attendance as observers at academic board

meetings and at some staff meetings. These

arrangements help them to understand the cycle

of college activities. After each corporation

meeting, there is effective feedback to college

staff led by the chair of governors, principal and



Key strengths

• an effective, committed corporation witha wide range of experience andexpertise

• a productive working relationshipbetween governors and seniormanagement

• effective involvement in strategicplanning

• scrutiny of the college’s academicperformance

• supportive relationship betweengovernors, college staff and students

• the high quality of agenda and minutesof governors’ meetings

Weaknesses

• evaluation of board performance not yetcompleted

staff governors. As a result, relationships

between governors, staff and students are good.

65 Members have a clear understanding of

their duties and responsibilities. They define

the mission and strategic direction of the college

effectively. They identify matters of major

strategic importance which they delegate for

consideration to working groups that meet

outside the normal committee cycle. The

proposals from the groups contribute to the

college strategic plan which is produced at the

final board meeting of the academic session.

66 An effective committee structure has been

established which includes the appropriate

statutory committees. These all have a

membership approved by the board and clear

terms of reference; they are well attended.

Three further advisory committees have recently

been established by the board; they have

standing orders and terms of reference.

Working on a series of different assumptions,

each committee has the task of preparing a draft

that determines the future direction of the

college.

67 Governors, including staff and student

governors, participate with enthusiasm in

training and development sessions; they are

joined by senior managers. Topics, selected by

members, are of strategic importance and use is

made of external consultants. At their most

recent meeting, governors addressed the

evaluation of their own performance, a process

which they identified, and which inspectors

agreed, was a weakness in the self-assessment

report.

68 Once the strategic plan has been

determined, its implementation is delegated to

the principal. The corporation reviews the

academic performance of the college against

targets in each autumn term. This system of

review is effective. The principal’s performance

is reviewed annually by the chairman and one

other governor. There is a formal review system

for other senior postholders.

69 The translation of the strategic plan into

the three-year financial forecast is fully

considered by governors. The ongoing financial

position of the college is monitored through the

finance and general purposes committee which

receives concise summaries of financial

information, including the income and

expenditure forecast to the year end. The cash

position is highlighted.

Management

Grade 170 The self-assessment report identified allthe strengths and weaknesses noted by theinspectors.

71 The college takes its mission seriously and

pursues it with integrity. The mission statement

commits the college to widening access, to

continuous improvement in the quality of the

teaching and learning, and to the achievement



Key strengths

• staff understanding of, and support for,the college mission

• comprehensive and effective strategicplanning

• effective system for production,implementation and review ofoperational plans

• good internal communications betweenmanagers, staff and students

• a range of external partnerships

• effective policy and practice in respectof equal opportunities

• good financial reporting

• reliable financial data for budgetholders

Weaknesses

• need for a more formal evaluation oflinks with external organisations

of equality of opportunity. Staff at all levels and

others involved in the life of the college respect

the mission statement and want to contribute to

the achievement of its aims. Indeed, staff not

only support the mission, but most do so with

obvious enthusiasm.

72 The college has a comprehensive and

effective process for strategic planning which

the self-assessment report justifiably identifies

as a strength. Each year the operational units

within the college consider potential

developments for the next three years as well as

for the coming year. These plans are analysed

and refined during a series of rigorous meetings

at different levels of management. The outcome

is a draft plan which is then taken to the

corporation. When the new three-year plan is

finally adopted, annual plans derived from it are

produced for all managers and areas within the

college. These plans contain targets which are

reviewed regularly with line managers. In

1997-98 the college introduced a potentially

powerful means of reaching its targets by

delegating greater responsibilities to managers.

Agreements are reached with managers that

commit them to a specified volume of provision

at an agreed standard within a defined resource.

Managers understand and welcome this

increase in responsibility. A minority of staff do

not have so clear an understanding of this

development. In one example that was

identified by inspectors, there was some

resistance from certain staff to the way in which

the targets have been set.

73 The college’s atmosphere is characterised

by a remarkable degree of openness at all levels.

This distinctive trust begins with the interchange

between governors and senior managers and is

then communicated to the other managers, and

on to staff and to students. The principal is

readily accessible to staff and students. This

example is followed by other managers. Staff

and students value the ease of these

relationships. Effective working relationships

are further fostered through a series of well-

structured meetings that involve all staff in

various groupings. These meetings also provide

an effective channel of communication between

staff which is reinforced by written bulletins and

the emerging use of electronic mail.

74 Openness in working relationships is

equally evident in off-campus operations.

Where appropriate, the college is committed to

realising its mission by collaboration and

partnership. It has developed a range of

successful links with a wide number of external

organisations through the provision of

opportunities for education and training. Such

organisations speak highly of the college’s

flexibility and responsiveness. The college has

taken a leading role in a partnership that is

committed to economic regeneration in

Newhaven. The self-assessment report

recognises the need to evaluate partnership

arrangements more formally.

75 The college has recently restructured its

organisation to enhance performance and

reduce costs: programme areas have been

reduced from 22 to 12; middle and junior

managers reduced in number; and a member of

the senior management team has not been

replaced. The structure has been in operation

for one year and is already producing benefits.

Staff understand the new arrangements.

76 The FEFC’s audit service concludes that,

within the scope of its review, the college’s

financial management is good. The finance

department is led by a qualified accountant who

is assisted by an appropriate number of

experienced staff. Good budgetary control

procedures are in place which have enabled

management to introduce a planning and

funding agreement. This process delegates

planning, funding and review functions to 17

discrete areas. Budget holders receive detailed

monthly information which is closely monitored.

The financial regulations have been updated

recently. The internal and external auditors

have not identified any significant weaknesses in



the college’s system of internal control. The

college assesses its own financial management

as good.

77 The college has a significant amount of

information about the market it serves. Some of

this information provides a broad picture of

employment trends and informs the strategic

plan. The rest of the information is more

specific and falls into two categories: much has

already been of benefit in particular curriculum

areas; the remainder will not be of use until it is

classified and co-ordinated. The college

recognises the need for more systematic and

comprehensive labour market information for its

own locality; an appropriate strategy has been

devised to meet this need.

78 All staff had moved to new contracts by

1995. Since then a new employment structure

has been successfully introduced for teaching

staff which identifies teaching and non-teaching

duties. This policy has enabled the college to

respond with greater flexibility to changing

patterns in the enrolment of students.

79 Data about students are widely available in

the college and are monitored effectively at a

variety of levels. Financial information is

printed and circulated. This information is

planned to be put on line for staff by the end of

the academic year. The college network is

already extensive and available to most staff.

80 The pursuit of equal opportunities is a key

part of the mission and is effectively promoted.

A committee of the academic board works to

targets; its reports are presented to the

corporation. A variety of events that are

intended to raise awareness on equal

opportunities issues has been arranged.

Effective action is taken where inappropriate

discrimination is found to have occurred. The

college now monitors equal opportunities in staff

recruitment. It has only recently begun to

collect the necessary data and this development

has not yet been reported to the board.

Conclusions

81 Inspectors found that the self-assessment

report did not provide a very constructive basis

for planning and carrying out the inspection,

although the college’s regular reports on quality

issues provide an accurate overview of strengths

and weaknesses. In most respects, inspectors

agreed with the judgements reached by the

college. Strengths were generally accurately

identified. In some cases, weaknesses were

either not identified or were understated.

Inspectors agreed with all curriculum and cross-

college grades awarded by the college.

82 Strengths and weaknesses identified during

the inspection are listed under each section of

this report. The main strengths and weaknesses

are identified in the summary.



College Statistics


Student numbers by age (November 1997)

Age %

Under 16 2

16-18 years 22

19-24 years 15

25+ years 59

Not known 2

Total 100


Student numbers by level of study(November 1997)

Level of study %

Foundation 38

Intermediate 14

Advanced 30

Higher education 1

Leisure/recreation (non-schedule 2) 17

Total 100


Student numbers by mode of attendance andcurriculum area (November 1997)

Programme Full Part Total area time time provision

%

Science 192 399 12

Agriculture 11 4 0

Construction 0 21 0

Engineering 48 63 2

Business 152 589 15

Hotel and catering 87 19 2

Health and community care 167 1,187 27

Art and design 299 117 8

Humanities 366 996 27

Basic education 86 260 7

Total 1,408 3,655 100


Staff expressed as full-time equivalents(October 1997)

Perm- Fixed Casual Totalanent term

Direct learning contact 121 21 0 142

Supporting direct learning contact 24 2 0 26

Other support 123 5 1 129

Total 268 28 1 297

Source: college data, rounded to nearest full-time equivalent


College Statistics

Three-year Trends

Financial data

1994-95 1995-96 1996-97

Income £7,330,000 £8,435,000 £8,778,000

Average level of funding (ALF)Out-turn to 1995-96; funded 1996-97 £20.30 £19.36 £19.39

Payroll as a proportion of income 71% 70% 66%

Achievement of funding target 94% 101% 99%

Diversity of income 26% 28% 30%

Operating surplus -£68,000 -£242,000 -£30,000

Sources: Income – Council Circulars 96/29 (1994-95), 97/35 (1995-96), college (1996-97)ALF – Performance Indicators 1995-96 (1994-95 and 1995-96), Funding Allocations 1996-97 (1996-97)Payroll – Council Circulars 96/29 (1994-95), 97/35 (1995-96), college (1996-97)Achievement of funding target – Performance Indicators 1995-96 (1994-95 and 1995-96), college (1996-97)Diversity of income – Council Circulars 96/29 (1994-95), 97/35 (1995-96), college (1996-97)Operating surplus – Council Circulars 96/29 (1994-95), 97/35 (1995-96), college (1996-97)

Performance data for students aged 16 to 18

Qualifications 1994-95 1995-96 1996-97

GCE A level Number of candidates 312 341 343

Average point score per entry 4.8 4.8 5.3

Position in tables top third top third top 10%

Advanced vocational Number in final year 136 128 161

Percentage achievingqualification 79% 71% 75%

Position in tables middle third middle third middle third

Intermediate vocational Number in final year * 94 110

Percentage achievingqualification * 51% 57%

Position in tables * bottom third middle third

Source: DfEE

Note: the majority of the college’s students are 19 years of age or older

The achievements of these students are not covered in published DfEE performance tables

*1994-95 intermediate vocational results not available


College Statistics

Three-year Trends continued

Students’ achievements

1994-95 1995-96 1996-97

Advanced academic Pass (%) 76 80 81

Retention (%) 74 74 79

Intermediate academic Pass (%) 56 63 61


Advanced vocational Pass (%) 86 78 85


Intermediate vocational Pass (%) 55 66 71



Published by theFurther Education Funding Council

August 1998

FEFC Inspection Report 71/98

Lewes Tertiary College - dera.ioe.ac.uk

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